The Essentials of Good TeachingD.C. Heath & Company, 1920 - 271 من الصفحات |
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ability acquired adequate adjustment appeal application arithmetic Arithmetic Series attained Ayres character child classroom comparison compositions conscious consists Cornman Courtis deductive deductive reasoning definite degree determine device direction drill educational psychology effective emotional employed endeavor energy essential examination experiences fact factor function fundamental geography grades habit formation handwriting hearty response Hillegas ideals and prejudices ideas individual instincts interest interpret intrinsic function involved knowledge materials means measure Medford town median ment mental merit method of teaching metic motive natural notion objective standards one's Organization of subject-matter Paul Revere's Ride pedagogy phonograms practical principles problem progress psychic pupils quails reading realize reasoning responsibility reveal samples scale sense simple interest skill social needs specific spelling stimulate story structure success teacher teaching process tests theory Thorndike thought tion understanding visual percept William Tell words writing
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الصفحة 184 - Twilight and evening bell And after that the dark; And may there be no sadness of farewell, When I embark. For tho' from out our bourne of Time and Place The flood may bear me far, I hope to see my Pilot face to face When I have crost the bar.
الصفحة 41 - I see," quoth he, "the Elephant Is very like a snake !" And so these men of Indostan Disputed loud and long, Each in his own opinion Exceeding stiff and strong, Though each was partly in the right, And all were in the wrong! — JOHN G. SAXE.
الصفحة 134 - He may not count it, and a kind Heaven' may not count it; but it is being counted none the less. Down among his nerve cells and fibers the molecules are counting it, registering and storing it up to be used against him when the next temptation arises.
الصفحة 184 - noonday in the bustle of man's work time Greet the unseen with a cheer. Bid him forward, breast and back as either should be, Strive and thrive ! Cry speed, — fight on, forever There as here.
الصفحة 127 - I can easier teach twenty what were good to be done than be one of the twenty to follow mine own teaching.
الصفحة 186 - he loves To ruminate, and by such dreaming high Is nearest unto heaven : quiet coves His soul has in its autumn, when his wings He furleth close; contented so to look On mists in idleness — to let fair things Pass by unheeded as a threshold brook: He has his winter, too, of pale misfeature, Or else he would forego his mortal nature:
الصفحة 41 - The Second, feeling of the tusk, Cried: "Ho ! what have we here So very round and smooth and sharp? To me 'tis mighty clear This wonder of an Elephant Is very like a spear!" The Third approached the animal, And, happening to take The squirming trunk within his hand, Thus boldly up and spake : "I see," quoth he, "the Elephant Is very like a snake
الصفحة 41 - so these men of Indostan Disputed loud and long, Each in his own opinion Exceeding stiff and strong, Though each was partly in the right, And all were in the wrong! — JOHN G. SAXE.
الصفحة 28 - I am pigeon-livered and lack gall To make oppression bitter, or ere this I should have fatted all the region kites With this slave's offal. Bloody, bawdy villain ! Remorseless, treacherous, lecherous, kindless villain! 0 Vengeance! Why, what an ass am I! This is most brave, That I, the son of a dear father murder'd, Prompted to my revenge by heaven and hell, Must . . . unpack my heart with words, And fall
الصفحة 197 - It should be used as a means to an end and not as an end in itself. By assigning to the different children